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Jurnal Pendidikan IPA Indonesia
Published by Universitas Negeri Semarang
ISSN : 23391286     EISSN : 20894392     DOI : https://doi.org/10.15294/jpii
Core Subject : Education,
Education
<p>Jurnal Pendidikan IPA Indonesia&nbsp;published a scientific paper on the results of the study and review of the literature in the sphere of natural science education in primary education, secondary education and higher education. Each manuscript submitted will be reviewed by bebestari partners who specifically requested the appropriate fields.</p> <p>Description Publication: This journal was first published in April 2012 and every April and October.</p>
Arjuna Subject : -
Articles 1,193 Documents
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STEM VIRTUAL LAB : AN ALTERNATIVE PRACTICAL MEDIA TO ENHANCE STUDENT’S SCIENTIFIC LITERACY
Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v5i2.5492

Abstract

This research aimed to develop a STEM-based virtual lab as an alternative media in improving scientific literacy of junior high school students on the theme of water pollution. Development is done by using 4D methods: Define, Design, Develop, and Disseminate. After the implementation was done, it’s effectiveness in increasing scientific literacy was examined using one group pretest-posttest design.  At the define stage problems from PISA  2012, KDs, and STEM characteristics were analyzed. Design of flowcharts, storyboards, and user interface were done on design phase. Phases of develop includes the creation of virtual labs and validation by media expert and a science teacher. Phases of disseminate this research is to implement limited to two classes of junior high school students. The results from media expert validation and science teachers validates that STEM-based virtual labs that have been developed shows very decent used in the feasibility study by percentage according to media expert at 86.24% and 82.71% according to science teacher. The results show that the implementation of the STEM-based virtual lab that has been developed can improve scientific literacy of students with a large increase (N-gain) in the class 7B of 0.46 which falls in to medium category and class 7D of 0.29 with medium category.
The Implementation of Science, Technology and Society Environment (STSE)-Based Learning for Developing Pre-Service General Science Teachers’ Understanding of the Nature of Science by Empirical Evidence
Jurnal Pendidikan IPA Indonesia Vol 8, No 3 (2019): September 2019
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v8i3.19442

Abstract

The objective of this research was to study the outcomes of teaching method based on Science, Technology, Society, and Environment (STSE) in enhancing the nature of science understanding, emphasizing the empirical evidence among 23 pre-service general science teachers at one of Rajabhat Universities in the upper northern region, Thailand. The samples were selected using the purposive random sampling technique from a population of bachelor education program students who enrolled in the second semester in the academic year of 2016. The research instruments consisted of questionnaires and ten learning management plans based on the concept of Science, Technology, Society, and Environment (STSE) emphasizing on empirical evidence covering ten environmental issues in the upper northern region. Such learning managements have steps for students to utilize empirical evidence to create the nature of science understanding.  Mean and standard deviation were applied to data analysis, then the results were presented descriptively. The research found that the pre-service teachers had a better understanding of the nature of science after studying with the statistical significance and were satisfied with the implementation of the teaching method.
Developing a Conceptual Model of Learning Analytics in Serious Games for STEM Education
Jurnal Pendidikan IPA Indonesia Vol 9, No 3 (2020): September 2020
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v9i3.24466

Abstract

Utilizing serious games as teaching aid can stimulate students’ interest in learning and enhancing students’ understanding of STEM learning. The use of serious game on learning analytics for STEM learning provides assessment data to measure students’ performances and achievements of predefined learning outcomes. While numerous researches on learning analytic in serious games have been conducted, studies on their association with STEM learning are scarce. Past studies also indicate that teachers use serious games in teaching but yet to utilize serious games as assessment tools. This situation leads to the need of developing a conceptual model of learning analytics in serious games for STEM education (APPS-STEM). The conceptual model was initially developed through the focus group approach and literature review to examine the learning metrics of serious games, which is appropriate for STEM learning before being verified by experts. Based on the result from expert review, the conceptual model of APPS-STEM contains nine themes, namely effectiveness, problem-solving thinking and creativity, flexibility, key stakeholders, emotions, serious game design, curriculum profiles, learning profiles, and target user norms. This conceptual model is expected to serve as a guide for stakeholders to implement learning analytics in serious games design for STEM learning. Further study will be the development of serious game prototypes to determine the effectiveness of the APPS-STEM model in the STEM learning paradigm.
PENGEMBANGAN BUKU AJAR MICROTEACHING BIOLOGI BERBASIS KOMPETENSI DAN KARAKTER KONSERVASI
Jurnal Pendidikan IPA Indonesia Vol 3, No 1 (2014): April 2014
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v3i1.2904

Abstract

Target khusus penelitian ini adalah terbitnya buku ajar Microteaching berbasis Kompetensi dan Karakter Konservasi. Hasil penelitian ini adalah telah dihasilkan buku ajar microteaching biologi yang dinyatakan sangat layak oleh ahli media dan ahli materi biologi. Pada uji validasi I didapatkan rerata persentase hasil penilaian 80,75 dengan kriteria sangat layak, dan pada uji validasi II diperoleh rerata persentase hasil penilaian sebesar 86.36% dengan kriteria sangat layak digunakan. Kesimpulan dari penelitian ini bahwa buku ajar Microteaching berbasis Kompetensi dan Karakter Konservasi sangat layak digunakan untuk perkuliahan microteaching biologi. Special target this research is publish book teaches Microteaching gets competence based and conservation of character. This research result is was resulted book teaches stated biological microteaching really reasonable by media expert and biology material expert. On validates I to be gotten by percentage average estimation 80,75 by criterions really reasonable, and on validates II. acquired percentage average usufruct estimation as 86.36% by criterions really reasonable be utilized. Conclusion of this research that book teaches Microteaching gets Interest basis and Conservation Character so reasonable be utilized for microteaching’s lecturing biological.
Identification of Chemistry Learning Problems Viewed from Conceptual Change Model
Jurnal Pendidikan IPA Indonesia Vol 6, No 2 (2017): October 2017
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v6i2.8741

Abstract

This study aimed at describing and explaining chemistry learning problems viewed from conceptual change model and misconceptions of students. The study was qualitative research of case study type conducted in one class of SMAN 1 Singaraja. Subjects of the study were a chemistry teacher and students. Data were obtained through classroom observation, interviews, and conception tests. The chemistry learning problems were grouped based on aspects of necessity, intelligibility, plausibility, and fruitfulness. Data were analyzed descriptively. The results of the study showed that the chemistry learning problems related to the aspect of necessity were that the teacher did not carry out the laboratory work and did not discuss the properties of the buffer solution. The problems related to aspects of intelligibility were the teacher asked successive questions, answered her own questions, gave wrong information, made unclear and wrong analogies, and did not ask student reasons. The problems related to the plausibility aspects were that the teacher had less emphasis on the importance of context and neglected the students’ alternative conceptions. The problems related to the fruitfulness aspects were that the teacher was less likely to provide complex problems especially with regard to the application of the buffer solution in everyday life. Students experienced misconceptions on some concepts of buffer solution.
Strengthening Students’ Characters and Ecopreneurship through Science, Environment, Technology, and Society Course
Jurnal Pendidikan IPA Indonesia Vol 7, No 2 (2018): June 2018
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v7i2.14338

Abstract

The purpose of this research was to strengthen characters and ecopreneurship of students who enrolled in science, environment, technology, and society (SETS) course. The focus of the students’ characters in this study included responsibility, discipline, creative and innovative, commitment, and cooperative. This course supports the students to develop ecopreneurship to create products from organic and inorganic waste treatments. To achieve the purpose of this research, a teaching and learning package including syllabus, lesson plan, and assessment criteria were developed using the Research and Development (RD) method. A total of 42 science education undergraduates and two experts were involved in this research. The data were collected through validation sheets, observation sheets, and assessment of students’ecopreneurship products. The validation results showed that the developed teaching and learning package categorized as very good. In this course, six stages of learning were implemented including identifying a problem, making a plan, conducting an observation, collecting information, exhibiting a product, and writing ideas. The observation results showed that the overall developed teaching and learning package was effective to support the students’ learning in each of the six stages. Moreover, the improvement in students’ scores on the focused characters was observed. At the end of the course, the students’ ecopreneurship products were also accomplished. Nine of the products were made of organic waste, while the two of them were recycled from inorganic waste. Thus, it concluded that the course of science, environment, technology, and society could strengthen the students’ characters and ecopreneurship.
Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills
Jurnal Pendidikan IPA Indonesia Vol 9, No 1 (2020): March 2020
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v9i1.21754

Abstract

Guiding students how to think critically and creatively is a crucial part of the educational process in order to meet the required skills to face the 21st century. In addition, attention to the local culture especially that is closely related to the scientific concepts needs to be strongly emphasized. Due to those two aspects i.e. creative and critical thinking as well as attention to local culture, the ethno-STEM project-based learning for high school students has been implemented and its impact to students’ critical and creative thinking skills has been investigated. This study involved 230 students from seven high schools in Central Java Indonesia. The data collection was carried out through a set of instruments to reveal the students’ critical and creative thinking skills. The instruments were declared as valid based on the experts’ judgment and showed an Alpha Cronbach score of 0.79 prior to use. The results showed that the ethno-STEM project-based learning was able to improve the average critical and creative thinking skills of students in all indicators varying from low to medium categories. The improvement of students' critical thinking skills was observed by the achievement of the N-gain score, i.e. 52 students (22.6%) achieved a high category, 102 students (44.4%) achieved a medium category, and 76 students (33.0%) achieved a low category. Moreover, an increase in the creative thinking skills was also observed, indicated by the N-gain score, i.e. 63 students (27.4%) were at a high category, 109 students (47.4%) were at a medium category, and 58 students (25.2%) were at a low category. In conclusion, the ethno-STEM project-based learning showed a significant effect on the improvement of students' critical and creative thinking skills.
PENGARUH PENDEKATAN MULTIPLE INTELLIGENCES MELALUI MODEL PEMBELAJARAN LANGSUNG TERHADAP SIKAP DAN HASIL BELAJAR KIMIA PESERTA DIDIK DI SMA NEGERI I TELLU LIMPOE
Jurnal Pendidikan IPA Indonesia Vol 2, No 2 (2013): October 2013
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v2i2.2717

Abstract

Telah dilakukan penelitian yang bertujuan untuk mengetahui pengaruh pendekatan Multiple Intelligences melalui Model Pembelajaran Langsung (Direct Instruction) terhadap sikap dan hasil belajar Kimia peserta didik serta korelasinya pada kelas XI IPA SMA Negeri I Tellu Limpoe. Penelitian ini merupakan penelitian eksperimen dengan desain Posttest-Only Control Group Design. Hasil analisis statistik deskriptif menunjukkan bahwa sikap dan hasil belajar Kimia peserta didik pada kelas eksperimen lebih baik dibandingkan kelas kontrol. Selanjutnya, hasil analisis statistik inferensial menunjukkan bahwa terdapat pengaruh yang signifikan pendekatan Multiple Intellegences terhadap sikap dan hasil belajar Kimia peserta didik serta memiliki korelasi positif sebesar 0,522 (korelasi sedang). A research has been conducted which aims to determine the effect of Multiple Intelligences approach through Direct Learning Model (Direct Instruction) toward the learners’ attitude and their Chemistry learning outcomes and their correlation to class XI Science SMAN I Tellu Limpoe. This study is an experimental research design with Posttest-Only Control Group Design. The descriptive statistical analysis of the results shows that the learners’ attitudes and chemistry learning outcomes in experimental class were better than the control class. Then, the result of inferential statistical analysis shows that there is a significant influence of Multiple intelligences approach toward the learners’ attitude and their Chemistry learning outcomes and has a positive correlation of 0.522 (moderate correlation).
DEVELOPMENT OF STAD COOPERATIVE BASED LEARNING SET ASSISTED WITH ANIMATION MEDIA TO ENHANCHE STUDENTS’ LEARNING OUTCOME IN AN ISLAMIC JUNIOR HIGH SCHOOL
Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v5i2.6004

Abstract

This study aimed to develop a cooperative learning set (lesson plan, students’ worksheet, and its evaluation) which is assisted with animation media to enhance students’ learning outcome. The development of the learning set used 4D model, which had been tested to 30 students of grade VII at MTs Roudlotun Nasyiin Mojokerto in even semester of academic year 2015/2016. The research was conducted by one group pre-test - post-test design. Then, data was descriptive-qualitatively analyzed. The results of this study is as follow 1) learning set validity is in valid category, 2) practicability of the learning set was shown by accomplishment of the qualified lesson plan and the students’ activities, 3) the effectiveness was judged from the raise of learning outcome. Conclusion of this study is that the cooperative based learning set assisted with animation media is proper and can be used to enhance students’ learning outcome
KETERAMPILAN ESENSIAL DAN KOMPETENSI MOTORIK LABORATORIUM MAHASISWA CALON GURU BIOLOGI DALAM KEGIATAN PRAKTIKUM EKOLOGI
Jurnal Pendidikan IPA Indonesia Vol 1, No 2 (2012): October 2012
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v1i2.2131

Abstract

Tujuan penelitian ini adalah untuk mengkaji profil keterampilan esensial dan kompetensi motorik lab mahasiswa calon guru biologi. Kenyataan data penelitian menunjukkan bahwa kompetensi keterampilan esensial lab mahasiswa masih rendah. Keterampilan esensial lab juga belum sepenuhnya diajarkan secara optimal dalam praktikum ekologi. Rata-rata tingkat penguasaan keterampilan esensial lab mahasiswa 35,50%, sedangkan kompetensi motorik lab-nya sebesar 59,6%.   The purpose of this study was to examine the profile of skills and competencies essential motor prospective teachers of biology lab students. Simple random sample is taken. The fact the data showed that the essential skills lab competency of students is still low. Essential skills lab is also not fully taught in the lab optimally ecology. The average level of student mastery of essential skills lab 35.50%, while the motor competence of his lab at 59.6%.

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